Training in positive behavioural support: increasing staff self-efficacy and positive outcome expectations

2016 ◽  
Vol 21 (2) ◽  
pp. 95-102 ◽  
Author(s):  
Greg Stocks ◽  
Sean Slater
Keyword(s):  
Self Efficacy ◽  
Repeated Measures ◽  
Outcome Expectations ◽  
Training Model ◽  
Training Programme ◽  
Positive Outcome ◽  
Content Type ◽  
Repeated Measures Design ◽  
Training Programmes ◽  
The Impact

Purpose – The purpose of this paper is to investigate the impact of a six-and-a-half day, Positive Behaviour Support (PBS) informed training course on staff’s self-efficacy and outcome expectations of managing challenging behaviour (CB). Training programmes for other non-psychology staff were deemed necessary due to the high demand for services and the specialist knowledge held by other professionals or carers. Design/methodology/approach – A repeated measures design was used to capture changes in specific self-efficacy and outcome expectations before and after the training programme. A questionnaire methodology was employed. Findings – Staff self-efficacy and positive outcome expectations increased on all four measured variables following training: understanding of CB, working out the functions of CB, developing and implementing a PBS plan, and managing CB for the benefit of the service user. Research limitations/implications – These findings are considered in light of previous research suggesting an impact on staff practice and burnout. Practical implications – The findings suggest that the training model delivers changes in staff cognition and may be useful in other locations where demand for services is likely to increase in the future. Originality/value – This research considers the impact of a medium length PBS training on staff cognition, evidencing the model’s utility in the current service context.

scholarly journals Commentary on “Training in positive behavioural support: increasing staff self-efficacy and positive outcome expectations”

2016 ◽  
Vol 21 (2) ◽  
pp. 103-107 ◽  
Author(s):  
Ciara Padden
Keyword(s):  
Staff Training ◽  
Self Efficacy ◽  
Outcome Expectations ◽  
Positive Outcome ◽  
Challenging Behaviour ◽  
Content Type ◽  
Training Outcomes ◽  
Behavioural Support ◽  
Competence Framework ◽  
The Impact

Purpose – The purpose of this paper is to provide a commentary on Stocks and Slater’s paper, “Training in positive behavioural support: increasing staff self-efficacy and positive outcome expectations”. Design/methodology/approach – This is a narrative review of staff training in positive behaviour support (PBS) and challenging behaviour, drawing on Stocks and Slater’s paper and the core staff competencies outlined in the PBS Competence Framework (PBS Coalition, 2015). Findings – Taking into consideration multiple outcome measures, including staff outcomes such as self-efficacy, changes in staff behaviour, and the impact on quality of life for service users, may provide a broader insight into the effects of staff training. Supports and systems such as hands-on training, supervision, and practice leadership are also important factors that are likely to lead to positive service user and staff outcomes. Originality/value – This commentary reflects on Stocks and Slater’s paper in the broader context of staff training outcomes and factors that contribute to high-quality services for people with learning disabilities and challenging behaviour.

Adult protection training for community nurses: evaluating knowledge following delivery using participant-favoured training methods

2014 ◽  
Vol 16 (1) ◽  
pp. 17-28 ◽  
Author(s):  
Martin Campbell
Keyword(s):  
Repeated Measures ◽  
Control Group ◽  
Training Methods ◽  
Content Type ◽  
Repeated Measures Design ◽  
Training Activities ◽  
The Impact ◽  
And Training ◽  
Adult Protection ◽  
Adult Support

Purpose – The purpose of this paper is to measure nurses’ knowledge about Adult Support and Protection (Scotland) Act 2007 before and after a one-day training course using participants’ favoured methods of training activities. Design/methodology/approach – A repeated measures design was used to evaluate the impact of a one-day Adult Support and Protection training on pre-training knowledge of community nurses across one NHS area. Participants’ favoured methods of training activities were used in the training. Participants were community nurses working in learning disability, mental health, older people's services, acute services, substance misuse, and accident and emergency. All completed a training needs analysis and training preferences study. Individual and group scores on an Adult Support and Protection knowledge questionnaire were analysed pre- and post-training. Findings – There was a statistically significant increase in scores post-training (Wilcoxon's signed-ranks test). Individual increases ranged from 2.5 to 27.5 per cent, with a mean score of 15 per cent. Evaluation of the impact of nationally approved Adult Support and Protection training is needed and training should take account of participants’ existing knowledge and preferred methods of training delivery to improve the transfer of learning into practice. Research limitations/implications – Participants were self-selecting. Existing knowledge was not controlled for in the sample. No longitudinal follow up to measure retention of any improvements in knowledge. No control group. Training methods used were based on the expressed preferences of 40 nursing staff, but only 18 of these staff participated in the training day. Originality/value – There is a dearth of research in evaluating the impact of the adult protection training on staff knowledge and understanding. Designing training activities and content to take account of participant preferences, and areas where knowledge is weakest may enhance the effectiveness of training in this area. This research was funded as a Queens Nursing Institute Community Project. It builds on a pilot project

ICT services to students in the greater Accra region of Ghana

2017 ◽  
Vol 118 (7/8) ◽  
pp. 393-405 ◽  
Author(s):  
Patience Emefa Dzandza
Keyword(s):  
Public Libraries ◽  
Training Programme ◽  
Daily Activities ◽  
Ict Skills ◽  
Content Type ◽  
Development Goals ◽  
Method Of Instruction ◽  
Ict Training ◽  
Training Programmes ◽  
The Impact

Purpose This paper aims to describe an information and communication technology (ICT) training programme in the central library in Ghana, to discuss the benefits of the programme and the challenges faced by those delivering it and to relate this work to the broader development goals of the UN and the Africa Union (AU), offering some recommendations on how the programme can be made more effective. Design/methodology/approach The study adopted a qualitative approach to help determine the modality of the programme to two junior high schools (JHSs) in the area that benefit weekly from the training programmes offered at the ICT corner. Interviews were conducted with two staff of the ICT corner to help gather information on the services that the ICT corner offers and the challenges with the programme; ICT teachers and a library coordinator of the two JHSs were also interviewed to find out about their opinion on the programme and the impact they think the programme can make to help achieve the agenda of equipping the youth with ICT skills. Focus group discussions were held with two classes from the JHSs for them to indicate the ICT skills they have acquired from the training and what they can use the skills to achieve. The researcher also witnessed two training sessions and observed daily activities of the ICT corner and the method of instruction. Findings The study brought to fore the contribution GhLA is making to help Ghana achieve Agenda 2063 and 2030 by helping students acquire basic ICT skills that are motivating them to use computers in their daily activities. Originality/value The study highlighted the importance of libraries in the twenty-first century and recommendations were made, among others, that, the facility should be replicated in all public libraries to be used by schools that do not have their own ICT lab in Ghana and the library should employ more staff to help with the training.

Caring with confidence for Huntington's disease

2014 ◽  
Vol 5 (4) ◽  
pp. 191-200 ◽  
Author(s):  
Maria Dale ◽  
Dawn Freire-Patino ◽  
Helen Matthews
Keyword(s):  
Huntington's Disease ◽  
Huntington’S Disease ◽  
Repeated Measures ◽  
Clinical Intervention ◽  
Content Type ◽  
Repeated Measures Design ◽  
New Information ◽  
Potential Benefits ◽  
Informal Carers ◽  
The Impact

Purpose – The purpose of this paper is to describe the development of a psychoeducational support group for informal carers of people with Huntington's disease (HD). Design/methodology/approach – A clinical intervention was designed by a specialist HD service in consultation with HD carers, building on resources from a generic programme for carers, to meet the specific needs of HD families. A mixed methods, repeated measures design was used to examine any potential benefits this had on carer confidence and quality of life, and to ascertain the most beneficial aspects of the programme. Findings – At the end of the group, participants reported feeling more confident in caring for relatives with HD. Carers reported that gaining new information and being with other carers was helpful. Research limitations/implications – Although participant numbers were small, this pilot indicates that informal carers of HD patients appear to value psychoeducational support delivered in a group format. Evaluation of this type of intervention for carers warrants more rigorous investigation. Originality/value – There is a paucity of research that evaluates the impact of HD-specific carer interventions. This offers a description of a unique intervention that was aimed to increase knowledge and confidence among HD carers and to help provide the basis for more comprehensive services to be offered to carers of this devastating genetic illness.

Recovery is no laughing matter – or is it?

2016 ◽  
Vol 20 (3) ◽  
pp. 167-173 ◽  
Author(s):  
Alex Byron Barker ◽  
Gary Winship
Keyword(s):  
Self Efficacy ◽  
Positive Impact ◽  
Well Being ◽  
Positive Outcome ◽  
Self Esteem ◽  
Small Sample ◽  
Content Type ◽  
Life Orientation Test ◽  
Successful Recovery ◽  
The Impact

Purpose – The purpose of this paper is to describe an exploratory pilot study to assess the methods used to evaluate an innovative programme of comedy workshops for a small cohort of people recovering from substance misuse problems. The comedy workshops involved participants working with a professional comedian to explore, develop, write and finally perform a stand-up comedy routine drawing from their own personal experiences. Design/methodology/approach – The impact of the programme was gauged using questionnaires; the Warwick-Edinburgh Mental Well-being Scale, the Rosenberg Self-Esteem Scale, the General Self-Efficacy, Scale and the Life Orientation Test-Revised and Eco-Mapping Tool. Findings – Ten participants began the programme with four participants following through to public performance at an evening showcase event. The quantitative measures showed favourable results on three positive outcome measures; psychological well-being, self-esteem and self-efficacy. Participant’s number of social relationships and strength of relationships decreased following the intervention, however, relationships were more mutual and were characterized by less conflict following the workshop. Research limitations/implications – The small sample limits generalization of this study, but the methods for data collection were found to be feasible. Preliminary findings suggest that the workshops have a positive impact on recovery. Originality/value – This paper describes an evaluation of an innovative programme of comedy workshops for people recovering from substance abuse problems. The preliminary findings point to a new hypothesis about recovery, that successful recovery might be characterized by a smaller social network, with stronger mutual bonds.

Evaluation of the impact of supervisory support on staff experiences of training

2014 ◽  
Vol 19 (2) ◽  
pp. 77-84 ◽  
Author(s):  
Katja Koski ◽  
Kaisa Martikainen ◽  
Katja Burakoff ◽  
Hannu Vesala ◽  
Kaisa Launonen
Keyword(s):  
Design Methodology ◽  
Supervisory Support ◽  
Careful Planning ◽  
Content Type ◽  
Staff Members ◽  
Trained Staff ◽  
Training Programmes ◽  
Staff Experiences ◽  
The Impact

Purpose – This paper aims to evaluate the role of the supervisor's support on the effectiveness of a communication training program targeted at staff members who work with individuals who have profound and multiple learning disabilities. Design/methodology/approach – The aim was to explore which aspects of supervisory support influenced the staff members to participate in the programme and the results for the on-going effects of the training. Findings – Staff members reported a need for more supervisory support to maintain the results of the training and to disseminate the new practices to non-trained staff. Originality/value – Although supervisory support seems to benefit staff members during their participation in training programmes, even careful planning and execution of this support cannot ensure its continuation after the training is finished.

Exploring the impact of abusive supervision on employee' voice behavior in Chinese construction industry: a moderated mediation analysis

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Naseer Abbas Khan ◽  
Ali Nawaz Khan
Keyword(s):  
Construction Industry ◽  
Work Engagement ◽  
Self Efficacy ◽  
Abusive Supervision ◽  
Mediating Effect ◽  
Psychological Climate ◽  
Employee Voice ◽  
Voice Behavior ◽  
Content Type ◽  
The Impact

PurposeThe purpose of this study is to explore the impact of abusive supervision on employees' voice in China's construction industry. Moreover, the authors explore the mediating role of ethics-related self-efficacy and work engagement and the moderating influence of psychological climate in explaining the association between abusive supervision and employee voice behavior.Design/methodology/approachThis study used data in pairs collected from 402 supervisors and employees of construction companies in Anhui, China. In this study, the authors used the time-lag approach to collect data in three-time waves from different respondents. A structural equation modeling (SEM) approach was applied to test the hypothesized model.FindingsThe results of this study indicate that there is a significant association between abusive supervision and employee voice. Moreover, the results indicated that work engagement mediated the association between abusive supervision and employees' voice. In contrast, self-efficacy did not mediate the link between abusive supervision and employee voice. Furthermore, results also show that the contingent effect of psychological climate significantly influences the mediating effect of work engagement.Originality/valueThis study also has implications for the construction industry, allowing managers to create a favorable working atmosphere in which employees can reinforce their voices at work.

Developing trauma-informed care: using psychodynamic concepts to help staff respond to the attachment needs of survivors of trauma

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Emma Rye ◽  
Joanna Anderson ◽  
Max Pickard
Keyword(s):  
Quantitative Research ◽  
Verbal Ability ◽  
Training Programme ◽  
Care Staff ◽  
Term Care ◽  
Content Type ◽  
Trauma Informed Care ◽  
Adults With Learning Disabilities ◽  
Trauma Informed ◽  
The Impact

Purpose Many referrals to our mental health of learning disability service focus on concerns about behaviours that present risks to the referred person and to those around them, including support workers. If the referred person has good verbal ability, psychological therapy may be requested and offered, but the person may find it too difficult to engage for a number of reasons. Even when they do engage in therapy, the authors recognise the importance of helping staff better understand their attachment needs. This paper aims to demonstrate an innovative approach to helping staff provide Trauma-Informed Care (TIC). Design/methodology/approach The authors developed a training programme for support workers using psychodynamic concepts, such as splitting, transference and counter-transference, to help them develop insight into the processes that get enacted during their work. In this paper the authors have generally used the term “care staff”, recognising that an important aspect of the role of those staff is to provide care within an attachment framework; as well as support to maximise independence. Findings The feedback from staff who have attended has been very positive, both at the time and later. Staff who have attended have talked to multidisciplinary colleagues about the impact their learning has had on their ability to work with service users who present great challenges, in the context of their trauma histories. Originality/value The importance of providing TIC is gaining traction across varied settings. The authors are in the process of developing both qualitative and quantitative research programmes to evaluate this approach to increasing TIC for adults with learning disabilities, reducing staff burn out and placement breakdown.

scholarly journals Trainees4trainees: an innovative peer support project for junior doctors across specialties

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S126-S126
Author(s):  
Sophie Behrman ◽  
Aisling Higham ◽  
Haido Vlachos ◽  
Gerti Stegen
Keyword(s):  
Peer Support ◽  
Support Groups ◽  
Psychological Impact ◽  
Working Hours ◽  
Well Being ◽  
Training Programme ◽  
Mental Wellbeing ◽  
Junior Doctors ◽  
Training Programmes ◽  
The Impact

AimsThe BMA's survey results (Caring for the Mental Health of the Medical Workforce, 2019) and HEE's NHS Staff and Learners’ Mental Wellbeing Commission report (2019) highlighted declining staff wellbeing. The COVID-19 pandemic has sharpened focus on this and the effects of moral injury on healthcare professionals. Shielding, social distancing and redeployment led to many medical trainees being increasingly isolated at a time of heightened anxiety and adversity. Psychiatry trainees tend to have good access to reflective groups, but this is not customary in other training programmes.MethodIntervention“Trainees4trainees” was set up by trainees across specialties as a HEE-TV well-being project, led by the Deanery Trainee Improvement Fellow. Peer support groups are run on Zoom, facilitated by 2 trainees with special training in peer support. Psychiatry trainees have been involved in designing and facilitating groups and training facilitators from other specialties; facilitators have regular supervision from a consultant psychiatrist in medical psychotherapy. Trainees are supported to discuss challenging experiences and think about their emotional responses in a supportive and validating group.ResultFeedbackWe are in the process of formal data collection to assess the impact of the intervention. Informal feedback suggests the groups are a powerful support to individuals who otherwise have no avenue to think about the psychological impact of their experiences. The groups have supported trainees to feel less isolated and bolstered their resilience.ConclusionFuture plansWe have faced challenges in the practicalities of establishing and maintaining groups. We are working with Training Programme Directors to move towards running the groups in protected time within working hours and advocate that reflective groups, such as our peer support groups, are a key part of future medical and surgical Training Programmes.

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